L'expérience du curriculum caché chez les filles autistes dans les écoles primaires ordinaires

Titre original en anglais : The experience of the hidden curriculum for autistic girls at mainstream primary schools

Cette publication est incluse dans le projet « Contributions académiques de personnes autistes sur l’autisme ». un auteur·ice de cette publication est identifié·e comme autiste dans le projet.

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Moyse, R. & Porter, J. (2014). The experience of the hidden curriculum for autistic girls at mainstream primary schools. European Journal of Special Needs Education, 30(2), 187-201. https://doi.org/10.1080/08856257.2014.986915

Publication date: 09/12/2014 Ajout dans AutiHub: 17/09/2026 Type: Article Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
2
Auteur·ices de la publication identifié·es comme autistes
1 / 2 (50,0 %)
  1. R. Moyse *
  2. J. Porter

Résumé

Cet article présente les résultats d'études de cas ethnographiques portant sur trois filles autistes fréquentant des écoles primaires ordinaires et illustre les difficultés qu'elles rencontrent ainsi que la manière dont celles-ci ne sont souvent pas reconnues. Les observations des filles et les entretiens individuels ultérieurs avec leurs mères, leurs enseignants de classe, les SENCO et, finalement, les filles elles-mêmes, révèlent les ajustements personnels que les filles effectuent en réponse au curriculum caché et la manière dont ceux-ci passent inaperçus, masquant effectivement leur besoin de soutien et contribuant à leur sous-performance à l'école. La recherche met également en évidence une méconnaissance de l'autisme chez les filles de la part de certains enseignants, qui contribue à un manque de soutien pour leurs besoins, malgré leur diagnostic. Les enseignants doivent comprendre comment les filles autistes se présentent et comment elles apprennent, afin de pouvoir reconnaître la nécessité d'expliciter le curriculum caché. Les implications de ces résultats sont que, sans cette sensibilisation, les filles autistes dans les milieux ordinaires risquent également d'avoir un accès limité au curriculum explicite et de connaître l'isolement social.

This article presents the findings of ethnographic case studies of three girls on the autistic spectrum attending mainstream primary schools and illustrates the difficulties they experience and the ways in which these are often unrecognised. The observations of the girls and subsequent individual interviews with their mothers, class teachers, SENCO’s and ultimately themselves, reveal the personal adjustments the girls make in response to the hidden curriculum and the ways in which these go unnoticed, effectively masking their need for support, and contributing to their underachievement in school. The research also identifies a misunderstanding of autism in girls by some teachers that contributes to a lack of support for their needs, despite their diagnosis. Teachers need to understand how autistic girls present, and how they learn, if they are to recognise the need to illuminate the hidden curriculum. The implications of these findings are that without this awareness autistic girls in mainstream settings are also at risk of limited access to the known curriculum and of social isolation.

Bibliographie citée par cette référence

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Vue d’ensemble de la bibliographie citée

Ces indicateurs décrivent la bibliographie citée par cette publication. Un nom d’auteurice est compté chaque fois qu’il apparaît dans une référence citée : une même personne peut donc être comptée plusieurs fois. Les noms qui ne sont pas encore associés à un·e auteurice déjà présent·e dans AutiHub sont traités comme inconnus, pas comme non autistes. Dernier calcul : 19/09/2026 01:01.

Références citées
68
Avec un DOI
43
Sans DOI, à partir du texte brut de la bibliographie
23
2 / 68 (2,9 %) références citées comprennent au moins une personne identifiée comme autiste.
Références avec données à compléter
11 / 68 (16,2 %)
Références avec noms d’auteurices détectés
57 / 68 (83,8 %)
Sans nom d’auteurice détecté
11
Sans titre structuré
11
Sans identifiant stable
20
Références avec noms bruts d’auteurices restant à vérifier
7
Références avec problème de récupération des métadonnées externes
0
Ces indicateurs portent sur les références citées affichées sur cette page, après fusion des doublons techniques. Une référence sans DOI peut quand même soutenir les statistiques d’auteurices lorsqu’un titre et des noms d’auteurices sont disponibles.
Noms d’auteurices détectés dans la bibliographie citée
132
À partir du DOI ou de métadonnées externes
132
À partir du texte brut validé de la bibliographie
0
Noms bruts déjà validés
0
Noms bruts restant à vérifier
7
28 / 132 (21,2 %) noms sont associés à un·e auteurice déjà présent·e dans AutiHub. 104 / 132 (78,8 %) noms ne sont pas encore associés.
Noms associés à une personne identifiée comme autiste
3 / 132 (2,3 %)
Calculé sur l’ensemble des noms d’auteurices détectés dans la bibliographie citée. Parmi les noms associés à un·e auteurice déjà présent·e dans AutiHub : 3 / 28 (10,7 %). Personnes distinctes identifiées comme autistes : 2 / 120 (1,7 %).
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